Akramova Takhmina Kamiljonovna
Sometimes intercultural conversations go very smoothly and are extremely intriguing; think of a walk at sunset on a beautiful beach, for example. At other times, participants unexpectedly run into some turbulence and things don’t go as well as planned. The walk on the beach is interrupted by a violent storm. In intercultural communication, a conversation might be interrupted by a “storm” or a clash. People who live near the ocean can affirm that the scene there never looks exactly the same from day to day. Although there is always water, shore, and sky. The exact color and combinations available each day can change quite noticeably. Intercultural interactions can have the same type of beauty and variation.
The sentence possesses definite phonetic features: variations of pitch or speech melody, pauses, sentence stress, rhythm, tempo and timbre. Each feature performs a definite task and all of them work simultaneously. It is generally acknowledged that the pitch of the voice or speech melody, sentence stress and rhythm are the three main components of intonation; whilst pauses, tempo and timbre play a subordinate role in speech. The pitch of the voice does not stay on the same level while the sentence is pronounced. It falls and rises within the interval between its lower and upper limits. Three pitch levels are generally distinguished: high, medium and low. The pitch of the voice rises and falls on the vowels and voiced consonants. These falls and rises form definite patterns typical of English and are called speech melody. Pitch Range is the interval between two pitch levels. It may be normal, wide and narrow.
E.g. I didn’t know you’ve been to London.
The use of this or that pitch (and range) shows the degree of its semantic importance. As a rule the low pitch level expresses little semantic weight, on the contrary the high pitch level is a sign of importance, stronger degree of feeling.
Rhythm is a regular recurrence of stressed and unstressed syllables at definite intervals.
Melodies, songs, rhymes and poems in the project and later the Common European Framework of Reference for Languages encourage the use of different teaching and learning methods in foreign language learning. One way of doing this is to use melodies, songs, rhymes, poems and games. When the students are in the first and second years, they still like to play and their ability to learn by heart is very good: if you learn something by heart it is your “property” for the rest of your life. Learning new melodies, songs, rhymes, develop several skills that are necessary for the successful learning process of foreign languages such as the ability to concentrate and memorize. The students have to concentrate hard enough to listen to the sounds and words of the songs and rhymes and they have to memorize and repeat first small parts of the words and finally the whole text of the song. Understanding follows either simultaneously or later. Students enjoy melodies, songs and games and, as some of them say, themselves they learn by singing. In the classroom songs also have an influence on the socialization of the group and group dynamics. Students gradually learn the songs by heart and may even feel that “this is our song”. In
A list of used literature